42014-15 Transportation Funding STARS Fully Funded.Report 1026A, Line D.5. shows what you would have received this year.Stay tuned for additional information.
5Transportation --- Transition 2.0 $558K statewide.Only for those districts losing under STARS.Only for districts with efficiency ratings over 95%.OSPI process (to be determined) will be by application.
6SHB 6552 – Improving Student Success Increases funding in the school year as follows: Lab Science Class Size Enhancement, MSOC enhancement for Grades 9-12, Increased Prototypical High School Guidance Counselor Allocation.Alternative Learning Experience (ALE) students benefit from these funding increases through the running start rate.
7SHB 6552 – Lab Science Class Size Provides an enhanced class size ofStudents generating additional teachers equals all enrollment, including Vocational and Skill Center enrollment.Multiply the student enrollment byEnhancement calculation is as follows:(Enrollment * ((1/19.98)-(1/28.74))*( ))
8SHB 6552 – MSOC Grades 9-12Students enrolled in grades 9-12 including CTE and Skill Center Students generate an additional $ in MSOC.This additional funding is provided through the general education allocation, and does not increase Vocational minimum expenditures or Skills Center allocations.
9SHB 6552 – Guidance Counselors Increases the allocation of guidance counselors per prototypical high school from toIncreases the other CIS per 1,000 funding ratio for Vocational programs from 2.02 to 2.72 and for Skill Centers from 2.36 to 3.06.
10SHB 6552 – Funding Details Funding Driver 2013-14 2014-15 Statewide AdditionalFunding*Lab Science Class Size28.7419.98$34.3MHS Guidance Counselors2.0092.539$14.6MMSOC (9-12 Enhancement)$0.00$164.25$48.3M*These values do not include the special education or ALE program funding impacts.
11General Education MSOC Increase CategoryTotal Per Student FTE$737.02$848.04Technology77.4689.13Utilities and Insurance210.46242.17Curriculum and Textbooks83.1795.69Other Supplies and Library Materials176.56203.16Instructional Professional Development12.8614.80Facilities Maintenance104.27119.97Security and Central Office72.2483.12Reflects an inflationary increase of 1.3% plus a true enhancement in funding.
12Vocational and Skill Center MSOC Increase ProgramVocational Grades 7-12$1,399.30$1,417.48Skill Center$1,244.25$1,260.41Reflects an inflationary increase of 1.3%.
13Impact on Running Start Rates Regular$5,296.73$5,755.84Vocational$6,043.16$6,097.26ALE enrollment generates a per student allocation based on the regular running start rate, even if the ALE enrollment is in a vocational or skill center program.
14K-1 High Poverty Class Size “For grades K through 1 the superintendent shall, at a minimum, allocated funding to high poverty schools for the school year based on an average class size of full-time equivalent students per teacher. The superintendent shall provide funding for a class size reduction in grades K through 1 to the extent of, and proportionate to, the school’s demonstrated actual average class size up to a class size of 20.3 full-time equivalent students per teacher.”
15Bills with a fiscal impact Policy legislationBills with a fiscal impact
16E2SHB 2207 – Basic Ed. FundingEliminates the reduction in state basic education funding that occurs in counties with federal forest lands.Prohibits OSPI from offsetting basic education allocations with a district’s federal forest revenues if the school district has a poverty level of at least fifty-seven percent to the extent that those revenues do not exceed $70,000.Provides that OSPI may offset the portion of revenues in excess of $70,000.
17HB 2276 – Residential School/ESDs Specifies that for the purpose of chapter 28A.190 the term school district includes any ESD that has entered into an agreement to provide a program of education for residential school residents or detention facility residents on behalf of the school district.
18SHB 6552 – Other ProvisionsRequires the OSPI to develop curriculum frameworks for a selected list of career and technical courses that may be offered by high schools or skill centers whose content is science, technology, engineering, and mathematics is considered equivalent in full or in part to science or mathematics courses that meet high school graduation requirements.
19SHB 6552 – Other ProvisionsRequires districts to, at a minimum, grant academic course equivalency in mathematics and science for a high school CTE course from the list approved by the state board beginning with the school year, and requires school districts to make at least one CTE course available that is considered equivalent to a mathematics or science course, and provides a waiver opportunity from this requirement in the case of districts that have less than 2,000 students.
20SHB 6552 – Other ProvisionsIncreases the instructional hours requirements for student in grades 9-12 from 1,000 to 1,080 beginning in school year and to 1,000 for students in grades 1-8, and specifies that these hours may be calculated using a district-wide annual average of instructional hours over grades one through 12 beginning in the school year.Requires school districts to provide instruction that provides the opportunity to complete 24 credits for graduation beginning with the graduating class of 2019.
21SHB 6552 – Other ProvisionsFive day exemption for seniors is retained.Eliminates the culminating project beginning with the class of 2015.Requires the SBE to adopt rules to implement the career and college ready requirement.Permits school districts to apply for a waiver to implement the career and college ready graduation requirements for the class of 2020 or instead of the graduating class of 2019.Requires the WSSDA to adopt a model policy and procedure for granting waivers to individual students for up to two credits required for high school graduation.
232SSB 6062 – School Data Internet Access Requires each school district to post a copy of its collective bargaining agreements on its website by September 1, 2014, and to update these documents within thirty days of there approval, renewal, or amendment.Requires any school district with an associated student body program fund to publish fund and account information on both the district’s web site and the websites of each school with an account within the fund by August 31, 2014.
24HB 2575 – Teacher Assignment Data Requires that teacher course assignment information submitted to OSPI by school districts must include dates of teacher assignment and reassignment beginning in the school year.
25SSB 6074 – Homeless Student Ed. Outcomes Requires OSPI to work with organizations to develop or acquire a short video that provides information on how to identify signs that indicate a student may be homeless by July 1, 2014.Requires OSPI to adopt and distribute to each school district best practices for choosing and training school district-designated homeless liaisons by July 1, 2014.Requires school districts to strongly encourage all school staff to review the video posted on the OSPI website on an annual basis, and for every district-designated homeless liaison to attend training provided by the state to ensure that homeless children are identified and served.Requires school districts to include information about services for homeless students in materials already made available at the start of the school year Adds “identified homeless status” to the categories of students districts must disaggregate dropout data by.
26SB 6093 – Background Checks/ DEL Cards Allows school district, ESD, WA State Ctr. for childhood deafness, school for the blind staff and their contractors who hold a valid portable background check clearance card issued by DEL to provide a copy of their WA State Patrol and FBI back ground report results to OSPI to satisfy their K-12 background check requirements.
27SB 6128 – Student Medications Delivery Requires that beginning July 1, 2014 any unlicensed school employee who is asked to administer medications or perform nursing services not previously recognized in law shall file a voluntary letter of intent stating their willingness to administer the new medication or nursing service.Provides protections from liability for employees and the district.Requires school districts to designate a licensed staff person to coordinate with students’ parents and health care providers and to train and supervised the unlicensed staff people who will administer medication or provide nursing services, and provides that these staff shall not perform such services until they have received this training.
28SSB 6129 – Paraeducator Development Requires the PESB to convene a work group to design program specific minimum employment standards professional development opportunities, and a career ladder, for paraeducators.Requires that beginning in the academic year any community or technical college that offers an apprenticeship program or certificate program for paraeducators must provide candidates the opportunity to earn transferable course credits with the program, and that the programs must incorporate the standards for cultural competence developed by the PESB.
292SSB 6163 – Expanded Learning Provides a definition of expanded learning opportunities (ELOs).Creates the expanded learning opportunities council.Requires OSPI to convene the council to advise the Governor, the Legislature and OSPI regarding ELOs.Create the summer knowledge improvement pilot program.
30SB 6321 – PERS, SERS, TRS Contribution Rates Removes a statutory provision that allows members of plan 3 of the PERS, SERS, and TRS to select a new contribution rate option each year.
31SB 6424 – Seal of BiliteracyEstablishes the Washington state seal of BiliteracyEncourages school districts to award the seal to graduating high school students who meet the criteria established by OSPI.Requires OSPI to adopt rules establishing criteria for awarding the seal, and specifies that the standardized high school transcript may include a notation of whether a student has earned the WA State Seal of Biliteracy.Requires OSPI to submit a report to the Legislature that compares the number of students awarded the Seal of Biliteracy in the previous two school years and the languages spoken by those students to the number of students enrolled in or previously enrolled in the transitional bilingual instruction program.
32SB 6523 – The Real Hope ActExpands eligibility for the state need grant to include:Any person who has completed their full senior year of high school and obtained a diploma in Washington.Any person who has received the equivalent of a high school diploma; has lived in the state for at least three years before receiving the diploma or its equivalent; and has continuously lived in the state after receiving the diploma or equivalent until they are admitted to and enroll in an institution of higher education.
34What is the Community Eligibility Provision (CEP)? Section 104(a) of the Healthy, Hunger-Free Kids Act of 2010 (Act) amended section 11(a)(1) of the Richard B. Russell National School Lunch Act to provide an alternative that eliminates the need for household applications for free and reduced-price meals in high-poverty LEAs and schools. This alternative, which is now part of the NSLP, is referred to as the Community Eligibility Provision.2014 Annual Conference
35What is the Community Eligibility Provision? To be eligible, LEAs and/or schools must meet a minimum level of “identified students” for free meals in the year prior to implementing Community Eligibility; agree to serve free breakfasts and lunches to all students; and agree to cover with non-Federal funds any costs of providing free meals to students above the amounts provided by Federal assistance.2014 Annual Conference
36What is the Community Eligibility Provision? Reimbursement for each LEA or school is based on claiming percentages derived from the percentage of identified students, i.e., students certified for free meals through means other than individual household applications. The claiming percentages established in the first year for an LEA or school may be used for four school years and may be increased if the percentage of identified students rises for the LEA or school.2014 Annual Conference
37What is the intent of the CEP program? To improve access to free school meals in eligible high poverty LEAs and schools.To eliminate administrative burden of collecting household applications.2014 Annual Conference
38When did CEP start?CEP was phased in over a period of three years in a limited number of States selected by FNS.Will be available nationwide beginning July 1, 2014.Currently LEAs and schools in Eleven States are participating:District of Columbia, Illinois, Kentucky, Michigan, New York, Ohio, West Virginia, Florida, Georgia, Maryland, and Massachusetts.2014 Annual Conference
39What does the term “identified students” mean? “Identified students” are students approved as eligible for free meals who are not subject to verification (i.e., in Community Eligibility schools, “directly certified” children). This definition includes students directly certified through SNAP, TANF, or the Food Distribution Program on Indian Reservations; children experiencing homelessness and on the local liaison’s list; Head Start children; migrant youth; runaways; and non-applicants approved by local officials. Foster children who are directly certified.The practice of directly certifying students is not new to the NSLP, as direct certification data previously have been used in conjunction with household applications to determine the amount of Federal reimbursement a school receives. Under Community Eligibility, however, a primary difference is that a Community Eligibility school uses only direct certification data on identified students and no longer collects any household applications to determine the amount of Federal reimbursement.2014 Annual Conference
40What is the eligibility threshold for participation in Community Eligibility? Eligibility is determined for an entire LEA, a group of schools within an LEA, or a single school within an LEA. To be eligible to participate in Community Eligibility, the percentage of identified students must be at least 40 percent of enrollment. An LEA may have some schools that participate in Community Eligibility and others that do not.2014 Annual Conference
41How is the percentage of identified students calculated for Community Eligibility? The percentage of identified students is calculated by dividing the number of identified students by the student enrollment as of April 1 of the previous school year.2014 Annual Conference
42What are the eligibility requirements? LEAs may elect CEP for:all schools in the LEAa group of schools oran individual schoolEligible school or group of schools must have an identified student percentage of at least 40 percent.LEAs will be required to submit by June 30 to begin CEP in the school year beginning July 1.Election is an LEA level decision but requires concurrence from the State agency.2014 Annual Conference
43How are school meals reimbursed through Community Eligibility? The percentage of identified students is multiplied by the 1.6 multiplier. This percentage is then applied to the total school breakfast and lunch counts to determine USDA reimbursement amounts. For example, if the percentage of identified students in a school is 62.5 percent (or more), the school’s reimbursement amount would be 100 percent (62.5 percent x 1.6 multiplier = 100 percent), and it would be reimbursed at the Federal “free” rate for each breakfast and lunch served.2014 Annual Conference
44How are school meals reimbursed through Community Eligibility? Similarly, a school with 56.3 percent identified students would be reimbursed for 90 percent (56.3 percent x 1.6 multiplier = 90 percent) of the breakfasts and lunches served at the Federal “free” reimbursement rate; the remaining 10 percent would be reimbursed at the Federal “paid” reimbursement rate.2014 Annual Conference
45What is the function of the 1.6 multiplier? The function of the 1.6 multiplier is to provide an estimate of the percentage of students eligible for free and reduced-price meals in participating Community Eligibility schools, groups of schools, or LEAs that is comparable to the poverty percentage that would be obtained in a non- Community Eligibility school. The number of students directly certified is a subset of the total number of students eligible for free and reduced-price meals. Using only the number of directly certified students would result in lower poverty percentages for Community Eligibility schools or LEAs.2014 Annual Conference
46Will the 1.6 multiplier change? The Act requires that the multiplier remain at 1.6 through June 30, After this date, USDA has the authority to change the multiplier to a number between 1.3 and 1.6. Any change to the multiplier would be communicated by USDA well in advance of the effective date of the change. Schools and LEAs that elect Community Eligibility keep the same multiplier throughout the four-year Community Eligibility cycle.2014 Annual Conference
47USDA’s calculator for financial viability (Compare past reimbursement with the calculator’s projected reimbursement)2014 Annual Conference
48What are the impacts on state funding? LAPFull Day KK-3 High PovertyK-1 High PovertyNational Board Teacher Bonus2014 Annual Conference
49What are the impacts on state funding? Districts could lose that percent of poverty eligibility that was generated by paper applications.Under CEP, only those students that are directly certified would be flagged in CEDARS as low income.2014 Annual Conference
50State Economic Poverty Survey? OSPI is currently meeting internally to determine whether a State Economic Poverty Survey should be available to be used by districts in lieu of free and reduced lunch paper applications.Basic ed or local funds would need to pay for processing this survey.2014 Annual Conference
51State Economic Poverty Survey? QuestionsWhat data would be required?What, if any, verification process would be required?What would the impact on poverty rates be because there is no incentive for parents to complete the survey?2014 Annual Conference
52Impact on federal programs? Title I program – determining which schools to serve.E-rate – funding based on free and reduced lunch rates.Accountability impacts.2014 Annual Conference
53How does this work with Title I? U.S. Department of Education has issued guidance: meals/community-eligibility-provision (found on USDA’s CEP guidance page).Title I allows the new poverty percentage derived from using the 1.6 factor to be used.2014 Annual Conference
54What are the areas of intersection between Community Eligibility and Title I? There are several aspects of Title I that require the use of poverty data at the school or individual student level: within-district allocations, equitable services for eligible private school students, within-State allocations, and accountability. NSLP data are often used as an indicator of poverty to help carry out Title I programs; therefore, the decision to participate in Community Eligibility could also affect an LEA’s poverty data for Title I purposes.2014 Annual Conference
55E-rateE-rate has issued guidance that allows districts to use their free and reduced lunch percentage from the last year the data was available prior to starting CEP. meals/community-eligibility-provision2014 Annual Conference
56How does Community Eligibility affect Title I accountability? Low-income subgroup for AYP.Must be offered supplemental education services.Options availableOnly include students who are directly certified (do not include 1.6 factor), which results in under identification.Use directly certified students and add those for whom survey data has been received.Include ALL students in the subgroup (over identification).2014 Annual Conference